通过边界思维空间建立反种族主义教育

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
J. Windle, Érica Fonseca Afonso
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引用次数: 1

摘要

本文旨在确定反种族主义高等教育的策略,借鉴在全球和地方中心-周边关系中定位结构性种族主义的学术研究。我们首先研究如何在反种族主义的知识和政治运动中识别和挑战中心-边缘地区的分歧,重点关注边缘地区之间的交流和团结。然后,我们讨论了该框架对作者工作环境的影响:巴西高等教育。巴西的大学部门最近通过平权行动政策扩大了规模,导致城市边缘地区的黑人学生大量涌入。然而,巴西占主导地位的民族主义意识形态历来否认种族分裂,呈现出种族民主的神话,并使反种族主义运动之间的跨国联系失去合法性。通过叙述的方式反思我们自己的经历和看法,我们得出了边界思维的元素,我们认为这些元素可以有助于反种族主义的教学和机构关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building anti-racist education through spaces of border thinking
ABSTRACT This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre–periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we believe can contribute to anti-racist pedagogical and institutional relationships.
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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